Student-created vignettes to enhance pharmacy student knowledge and skill in managing patients with neuropsychiatric disease

Main Article Content

Sanah Hasan https://orcid.org/0000-0002-3043-0322
Ahmed Gaili https://orcid.org/0000-0003-2565-7298
Wahbi Ghaouji https://orcid.org/0000-0002-5809-7955
Manar Alaa https://orcid.org/0009-0006-1200-9725

Keywords

Pharmacy, Educational assessment, Neuropsychiatry, Educational activities, Curriculum

Abstract

Backgound: Neuropsychiatric disease is common globally. It is vital train pharmacists to provide patient-centered care in neuropsychiatry. Objective: To evaluate the impact of student-created vignettes on their knowledge and abilities to assess and manage patients with neuropsychiatric diseases, and to evaluate their experience. Methods: Several learning/assessment methodologies within the Therapeutics III course were utilized, including a major assignment of student-created vignettes about neuropsychiatric diseases. A framework guided student in creating the vignettes; identifying conception, design, and administration. Created vignettes were evaluated based on a validated scoring guide. Mean scores in various assessments were compared using Spearman’s rank-order correlation. Students evaluated their experience on a 5-point Likert-type scale of 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. Results: Overall, students’ performance in the assignment was excellent, average score = 92%. A significant correlation existed between the vignette assignment and assessments covering neuropsychiatric disease. Most students agreed they were made aware of what needed to be done (95%), that the instructions about elements to include, designs, and delivery mechanisms were enough (93.4%, 86.7%, and 93.4%, respectively). Most students agreed that developing the vignette was stimulating, engaging and enjoyable (93.3% and 90%, 88.3% respectively). Students stated they felt confident in their scientific background knowledge (88.3%), in employing communication strategies with patients (85%) and their families (83.3%), and in their confidence in promoting and supporting patients with the diseases. Conclusion: Students attained high scores in the vignette assignment and reported positive experience, satisfaction and confidence. Best practices guided students in creating and evaluating the vignettes, which made them an effective learning/assessment tool.

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